Building assertiveness and listening skills using dysfunctional peer project scenarios

Purpose This paper aims to provide an experiential learning exercise that develops student skills in assertive communication and listening in the context of dysfunctional group projects. It offers iterative planning, roleplays and reflection. Variations incorporate additional practice, interim debriefing or multiple partners. Design/methodology/approach A scaffolded approach introduces assertiveness and listening. Students prepare and discuss feedback scripts for two scenarios about problematic team members, articulate perceptions of blame (to call attention to bias) and identify listening tactics. They receive additional scenarios with complementary roles to analyze individually and then practice with new partners. In one, they are assertive, and in the other, they are the dysfunctional group member. Findings The challenges represented by the scenarios resonate with students. Many are shocked by the difficulty of speaking assertively with “problem” group members and find the iterative practice helpful. Practical implications Students avoid directly addressing problems caused by peers or request instructor intervention. This iterative activity helps them close the knowing-doing gap by practicing assertive communication, feedback and listening within the context of realistic group project situations. Social implications This activity develops learner confidence and capacity to handle similar situations. It incorporates valuable soft skills that are transferable to the workplace. Originality/value This activity draws on common problems caused by group members in college project teams. Learners develop scripts and listening approaches and practice assertive communication to achieve better group outcomes.